Transcript Pre-Stretch

Module 6
Applied Exercise and Health Fitness 1:
Exercise to Music
Aim
To develop an understanding of the
application of exercise to music in the
development of the health related
fitness components
Hours: 28
Objectives
Students will be able to:
Plan, teach and evaluate safe and
effective exercise to music classes
Demonstrate creativity and individual
style appropriate to the level of the class
Adapt and progress the class as required
Continuous Assessment
Warm-up phase – 35%
Cardiovascular (CV) phase – 45%
Two class plans – 10%
Written assessment –10%
Session 1 Objectives
At the end of this session, students will be
able to:
describe the structure and content of an
exercise to music class
describe the physiological, psychological
and social benefits of an exercise to
music class
demonstrate correct procedure for
screening clients before a class
Objectives
outline the content and purpose of each
phase of an exercise to music class
demonstrate the following instructional
skills: verbal/visual cueing, good
demonstrations
identify correct BPM and downbeat
when working with music
identify suitable movements for dynamic
phase of the class
The Phases
Warm-up and pre-stretch
CV and post-stretch
Warm-Up:
Dynamic Phase
Large body movements
BPM 124 - 130
Small ROM
Plenty use of space/changes of direction
etc.
Mobility Phase
BPM 124 - 130
The joints: shoulder, knee, ankle, hip,
back
Small to large ROM
Maintain intensity - use of space/change
of direction etc.
Pre-Stretch
Stretch all major muscle groups to be
worked in the CV phase
Quadriceps
Hamstrings
Gastrocnemius
Erector Spinae
CV Phase
Pulse Raiser
Low impact moves - music 136-138 BPM
Increase intensity by use of space and
armwork
HR should be above 120
CV Proper
Hi/lo impact/music 138-150 BPM. Create
an aerobic wave - work in THR zone
CV Phase
Cool-Down
Low impact moves - music 128-130
BPM
Gradual decreasing of intensity to lower
HR
Post-stretch
HR should be below 100 BPM
Health Related Benefits
Improved efficiency of heart/lungs
Improved appearance
Helps maintain healthy fat levels
Improved physical well-being
Improved psychological well-being
Good social aspect
Screening Procedures
All clients will have filled out written
screening forms prior to participation in
class (see module 4 screening
procedures)
Verbal screening: prior to each class, the
instructor must verbally screen.
Questions are asked regarding:
– Injuries/medication/illnesses e.g
asthma, diabetes etc.
– Current or recent pregnancies
Screening Procedures
Beginners – screen individually re.
previous exercise habits etc.
Footwear – ensure clients are properly
attired
Chewing gum/food – ensure clients have
nothing in their mouths
Jewellery – ensure jewellery is removed
or tucked away
Cueing
It is essential that each move is cued
accurately. Cueing consists of:
verbal – naming the step
numerical countdown – 4, 3, 2, …..
visual – using hand signals
use of imagery – use any features in the
room e.g. mirrors, windows etc.
Demonstration – visual preview
Suitable Movements for
Dynamic Phase
As the purpose of the dynamic phase is to
increase body temperature, heart rate
and blood flow to the working muscles,
the most appropriate movements are:
off-the-spot moves involving large muscle
groups i.e. marching around the room,
grapevines, double side steps
directional change – diagonals, squares,
circles, crucifix etc.
appropriate arm movement (small ROM)
Music BPM/Pulse Checks
Music
Choose suitable
music i.e. 124 130 BPM
Choose music
with good
downbeat
Pulse Checks
Take pulse on
carotid/radial artery
Take at start of the
class – below 100
After warm up – at
or over 120
Session 2 Objectives
At the end of this session, students will be
able to:
identify suitable exercises for mobility
phase
identify appropriate teaching and safety
points for each exercise
identify suitable stretches for use in the
pre-stretch phase
demonstrate good rhythm, timing and
co-ordination in the class situation
Mobilisation
Take joints through their full ROM to:
• increase the flow of synovial fluid to
the joint – cushions and reduces
friction
• decrease viscosity of synovial fluid
• warm the joint
• reduce the chances of injury
• rehearse movements for later in
class
• reduce the chances of early fatigue
in joints
Joints to Be Mobilised
Shoulder
Hip
Knee
Ankle
Back
Pre-Stretch
Pre-stretch to:
– reduce the risk of injury
– prepare the muscle for higher intensity
work
– increase blood flow to the muscle
– increase elasticity in the muscle,
ligaments and tendons
Pre-Stretch
Which muscles?
For how long?
– Gastronemius
– 8-10 second
– Quads and iliopsoas
– Hamstrings
How?
– Lower back
– Static
– Integrated with
dynamic
movements
Objectives
At the end of this session, students will be able to:
outline basic considerations when designing
movement sequences
design a class to include class plan, goals,
appropriate selection of music, appropriate
choreography
demonstrate effective instructional skills to include
demonstration, teaching and safety points,
observation and correction, cueing, class
management
demonstrate effective adaptations and
progressions for the beginner client
Designing Sequences
It is important to consider the following when
designing your routine:
Level of class
Phase of class
Muscles/joints to be worked
Balance, i.e. forward/backward versus
side/side
Designing Sequences
High versus low impact
High versus low intensity
Choreography
Adaptations/Teaching
& Safety Points
Adaptations
Delete arms
Smaller ROM
Bring back to march if
finding move difficult
Teaching/Safety
Knee raise - hip
height with knee
Lunge - push off ball
of foot
Lateral raises - arms
shoulder height
Head, neck and
spine in line always
Class Plan
Exercise Teaching/Safety
Adapt
Prog
Grapevine Head/neck &
Delete arms Bigger
X4
spine in line
ROM
Full foot on
floor
Lunge
Push off ball Smaller
Add arms
x8
of foot
ROM
Objectives
At the end of this session, students will be able
to:
outline the content and purpose of the CV
phase of an exercise to music class
demonstrate good personal technique and
posture while teaching cueing, class
management and instructor position
demonstrate different methods of varying
exercise intensity
Pulse Raiser
Lasts about two to three minutes
Aim is to elevate HR and increase body temp
after pre-stretch
Suitable movements include:
– Large body movements
– Off the spot movements
– Plenty of arm work
– Change of focus
Increasing Intensity
Start off with low impact moves
Bring in some hops gradually
Add in some high impact moves towards
end of pulse raiser
Add in from start and maintain suitable
arm movements
Objectives
At the end of this session, students will be
able to:
demonstrate effective instructional
skills to include demonstration,
teaching/safety points,
observation/correction, client safety
demonstrate different methods of
varying exercise intensity
define the “wave effect” and apply
guidelines effectively to the aerobic
phase of the class
Intensity
Increase intensity to ensure class work
within their THR zone
Maintain THR for 20 - 30 mins by:
– working large muscle groups
through large ROM
– adding impact
– suitable use of arm movement
– greater use of space
Teaching/Safety Points
Ensure client safety through adequate
teaching and safety points
For high impact, ensure:
– head, neck, and spine are in line
– soft knees are maintained
– landings are from ball to heel
– adaptations are given
Aerobic Wave
Produced when high intensity/high impact
moves are interspersed with low
intensity/low impact moves
Produces a “wave” effect whereby heart
rates are kept in training zones for long
enough to achieve a training effect
Objectives
At the end of this session, students will be able
to:
design, organise and implement a
commercially viable exercise class to include
appropriate selection of music, appropriate
choreography style and correct application of
the principles of training
demonstrate appropriate methods for
monitoring intensity
demonstrate good rhythm, co-ordination,
timing and phrasing
identify factors that would make the exercise
to music class more motivating
Choreography
Add-on:
– Design ‘A’
– Add on ‘B’
– Repeat ‘A’ and ‘B’
– Add on ‘C’
– Repeat ‘A’, ‘B’ and ‘C’
Choreography
Link:
– Design routine 1 a, b, c and d
– Design routine 2 e, f, g and h
– Link both routines
Verse/chorus:
– Design one routine for the verse and one
for the chorus, and repeat
Intensity
Important to monitor intensity to
ensure clients are working within their
THR zones
Monitor by taking pulse or by using an
RPE scale
Pulse: after CV phase using a sixsecond count
RPE scale: during and after CV phase
(refer to module 4 for RPE scale)
Motivation
Add variety to routines
Offer information on weight loss, healthy
lifestyle etc.
Offer fitness testing
Offer individual programmes
Show interest and enthusiasm
Objectives
At the end of this session, students will be
able to:
design a class plan
demonstrate effective adaptations and
progressions for individuals with different
needs
outline the basic, general exercise
guidelines for clients who have been
medically cleared of these injuries: knee,
ankle, shoulder, shin splint
design the cool-down phase
Adaptations and
Progressions
Adaptations
Low impact, e.g. do
½ jack instead of full
Delete arms
Smaller ROM
Progressions
Do high impact
version, e.g. jog
forward instead of
march
Use arm movement
Bigger ROM
Injuries
General
Check for clearance, history, when the
injury occurred, how it occurred and painfree ROM.
Knee
As above. Advise low impact and small
ROM during leg curls etc.
Ankle
As above. Low impact and be careful of
lateral movement.
Injuries
Shoulder
As previous slide. No arm movement above
shoulder height, or lower if painful.
Shin splints
As previous slide. No high impact. Advise not
to run on hard surfaces and to elevate and
ice injured area after exercise.
Cool-Down
Low impact moves
Gradually decrease intensity
Work arms through small ROM
Include plenty of movement off the spot
Music BPM 128-130
Two to three minutes
Class Plan
Exercise
J. jack
impact
Raise
T/S Points
Adapt.
Soft landings
H/N/S in line Knee
Add arms
with knee
Prog.
½ jack
Add arms
Hip height
Low
Objectives
At the end of this session, students will be
able to:
demonstrate good personal technique
and posture while teaching the CV phase
competently apply guidelines for
adaptations for the beginner client
describe the function of the post-stretch
in the exercise to music class and when
it should be performed
Post-Stretch
Post-stretch should be done at the very end
of the class.
General Guidelines
Floor-based
Stretch specific muscles used in the class
Hold stretches for 15-30 secs
Benefits
Reduces risk of injury and aids circulation
Seeks to return muscles to pre-exercise
length